Autonomy-Supportive, External-Focus Instructions Optimize Children’s Motor Learning in Physical Education

Thomas Simpson,Mitchell Finlay, Victoria Simpson,Ayoub Asadi,Paul Ellison,Evelyn Carnegie,David Marchant

JOURNAL OF MOTOR LEARNING AND DEVELOPMENT（2024）

Edge Hill Univ

Cited 2|Views9

Abstract

An external focus of attention and autonomy support are identified as key factors to optimize motor learning; however, research in children is limited. Moreover, research has failed to examine these factors in ecologically valid motor learning settings, like physical education. Therefore, the present study examined the effects of external focus of attention when delivered using autonomy-supportive or controlling instructional language on children’s motor learning. Thirty-three novice participants (10.30 ± 0.52 years) practiced a land-based curling task under supportive (external-focus instructions delivered with supportive language), controlling (external-focus instructions delivered with controlling language), or neutral (external instructions embedded in the task aim) conditions before completing a retention and transfer test. The supportive group produced higher positive affect after practice and greater accuracy in the retention test compared with the other groups. The findings provide support for the OPTIMAL (optimizing performance through intrinsic motivation and attention for learning) theory of motor learning that combining an external focus and autonomy support conditions improves motor learning.

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Key words

autonomy support,OPTIMAL theory,focus of attention

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【要点】：本研究探讨了在外部注意焦点和自主性支持指导下，儿童在体育教育中的运动学习优化情况，发现结合外部注意焦点和自主性支持能提高运动学习效果。

【方法】：研究采用了实验方法，将33名初学者随机分为三组，分别接受支持性语言的外部焦点指导、控制性语言的外部焦点指导和中立性指导，通过实施陆地冰壶任务来评估学习效果。

【实验】：参与者完成了陆地冰壶任务后，进行了保持和迁移测试。使用的数据集为实验参与者的运动学习表现数据。结果显示，接受支持性指导的组在练习后表现出更积极的影响，并在保持测试中准确性更高。